Means of Foreign Language Teaching during Covid-19 Pandemic in Ukraine

Abstract

The article deals with the description and analysis of the most important methods of foreign language teaching. The authors describe teaching English in Ukraine during the global pandemic caused by the spread of coronavirus disease Covid-19 in early spring 2020. The study aims at reviewing the most important works of Ukrainian and foreign scholars. They describe the most modern methods of teaching English in higher educational institutions of Ukraine. The scholars pay particular attention to the description of the latest English teaching methods, which they use at Uzhhorod National University. The observation process allowed us to summarize information about the features of distance learning at Uzhhorod National University. Analysis and synthesis, induction and deduction, abstraction generalization, and the descriptive method are applied. The study found out the educational process has been reformed in Ukrainian universities by European quality requirements for education: informatization-globalization of academic space, integration of functions in modern education, establishing Ukrainian universities cooperation with European and Eastern educational institutions in the field of education and research as well as changes in the educational process associated with the rapid spread of Covid-19, which forced the entire civilized world to seek new types of learning, new methods, and tools. During the pandemic, it is vital to provide personality-oriented education. This knowledge provides optimal conditions for the harmonious development of each student. Further research into the latest computer technologies for foreign language teaching may be a prospect.

Online Community Projects and Post-Pandemic EFL Curricula in Secondary Schools

“…Before the pandemic, scholars pointed out how grammar-based examinations compelled teachers to use unsuitable material for their learners' social, cultural, and historical contexts (Gajek, 2018). The Common European Framework for Languages (CEFR) and many education systems actively encourage language teachers to depend less on teacher-led approaches and incorporate those informed by social constructivist and sociocultural theories (Council of Europe, 2020;Venzhynovych et al, 2021). Nevertheless, many teachers clung to teacher-led lessons during the lockdown because they brought comfort in a period of confusion and fear (Giovannella et al, 2020).…”